ISSUES AFFECTING E-LEARNING PRACTICES AT
NORTH-WEST UNIVERSITY, MAFIKENG CAMPUS
Sylvia Tumelo Nthutang 21488444
Dissertation submitted in partial fulfilment of the requirements for the degree Master of Commerce in Computer Science and Information Systems at the Mafikeng Campus of
the North-West University
Supervisor: Prof N. Mavetera
PREFACE AND ACKNOWLEDGEMENTS
I would like to thank God for the strength he has showered me with, for all the blessings, for everything that he has done for me. Most importantly, I would like to send special thanks to my parents, my Grandmothers, my brothers and my sisters for all the support, for believing in me, for always being on my side during good and bad times and also for the opportunity that they gave me throughout this journey. I am also thankful to my colleagues and my friends for supporting me throughout the journey.
I am also thankful to the North-West University,-Mafikeng Campus for giving me the opportunity and also for allowing me to conduct research at this institution. This gratitude is also extended to all the students and academic staff members who participated during the questionnaire survey.
Abstract
The assumptions that electronic learning (e-learning) is recent initiative is a common misunderstanding. It can be argued that e-learning came into existence in 1950s and it has to be taken into consideration when we think through the recent exciting attentiveness and action in taking advantage of Internet technologies particularly in the environment of Open Distance Learning. The study is all about investigating on the issues affecting e-learning practices at the North-West University, - Mafikeng Campus. Quantitative research methodology was used in this study and data collected through questionnaires composed of closed-ended and secondary data from related articles, journals and books. The study defines the university’s current technological tools (IT infrastructure) and determine issues that are affecting the use of e-learning at the NWU.
Keywords:
e-learning, e-learning tools, Information and communication Technology, virtual learning environment and Open Distance Learning.
Declaration
This is a declaration that every part of this research paper is my own work and I did not plagiarise any part of this research from any other source. I declare that I am aware that if it is found that I copied from another source, steps should be taken and I will suffer the consequences. The literature review is based on different author’s ideas and they were referenced and acknowledged.
Researcher: S.T. NTHUTANG
Signature:
TABLE OF CONTENTS
PREFACE AND ACKNOWLEDGEMENTS ... 1
Abstract ... ii
Declaration ... iii
Ethical Clearance Certificate ... iv
Language Certificate ... v
TABLE OF CONTENTS ... vi
List of Tables ... xi
List of Figures ... xiii
CHAPTER 1 INTRODUCTION ... 1
1.1 Introduction ... 1
1.2 Background and context ... 1
1.3 Problem statement ... 2
1.4 Purpose of the study ... 3
1.5 Aims/objectives ... 4
1.6 Theory guiding the research ... 4
1.7 Literature survey ... 6
1.8 Research questions ... 8
1.9 Importance of the study ... 9
1.10 Research methodology ... 10
1.11 Research design ... 11
1.11.3 Sampling methods ... 13
1.11.4 Data collection methods ... 14
1.11.5 Data analysis ... 14
1.12 Chapter division ... 14
1.13 Chapter summary ... 15
CHAPTER 2: LITERATURE STUDY ... 16
2.1 Introduction ... 16
2.2 Overview of e-learning ... 17
2.2.1 Definition of E-learning ... 17
2.2.2 Importance of e-learning ... 18
2.2.3 Virtual Learning Environment (VLE) ... 19
2.2.4 E-learning environment ... 19
2.3 E-learning tools / e-learning technologies ... 21
2.3.1 Different learning approaches ... 23
2.3.2 Information and Communication Technology ... 24
2.3.3 E-learning Technology Acceptance Model (TAM) ... 26
2.3.4 Critical success factors (CSF) of e-learning ... 27
2.3.5 Individual behaviours ... 28
2.4 Theory guiding the research study ... 29
2.5 Activity Theory Architectures ... 31
2.5.1 Activity ... 31
2.5.4 Activity at network level ... 32
2.6 Chapter summary ... 33
3.1 Introduction ... 34
3.2 Research sub-questions ... 34
3.3 Aims of the research study ... 35
3.4 Factor analysis ... 35
3.5 Hypothesis ... 36
3.6 Research methodology ... 37
3.6.1 Qualitative and quantitative research ... 38
3.6.2 Research method for the study ... 40
3.6.2.1 Characteristics of quantitative research ... 40
3.6.2.2 Exploratory descriptive design ... 40
3.7 Research design ... 41
3.7.1 Data required. ... 42
3.7.1.1 Primary data and secondary data ... 42
3.7.2 Data-collection method ... 42 3.7.2.1 Characteristics of questionnaire ... 42 3.7.2.2 Development of questionnaire ... 43 3.7.2.3 Structure of questionnaire ... 43 3.7.3 Research population ... 44 3.7.3.1 Research setting ... 44 3.7.3.2 Research elements ... 44 3.7.4 Research sample ... 44
3.7.5 Data analysis ... 46
3.7.6 Software ... 46
3.8 Reliability and validity of the research instrument ... 46
3.8.1 Quality ... 46 3.8.2 Reliability ... 47 3.8.3 Validity ... 47 3.8.3.1 Internal validity ... 47 3.8.3.2 External validity ... 48 3.9 Ethical Requirements ... 48
3.10 Limitations of the Study ... 48
3.11 Chapter summary ... 48
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION... 50
4.1 Introduction ... 50
4.2 Rate of Return ... 50
4.3 Data analysis and research objectives. ... 50
4.3.1 Demographic variables (students) ... 51
4.3.2 Questionnaire analyses (students) ... 54
4.3.3 Demographic variables (academic staff members) ... 61
4.3.4 Questionnaire analysis (academic staff members) ... 64
4.4 Reliability ... 71
4.4.1 Reliability checked for students’ results. ... 71
CHAPTER 5 CONCLUSION AND RECOMMENDATIONS ... 81
5.1 Introduction ... 81
5.2 Answers to research questions ... 81
5.3 Testing the hypothesis ... 85
5.4 Conclusion ... 86 5.5 Recommendations... 87 5.6 Research summary... 88 Bibliography ... 89 Annexures ... 95 Questionnaire ... 95 List of Abbreviation ... 100
List of Tables
Table 1.1 Generic research questions ... 8
Table 3.1 The difference between qualitative research and quantitative research (Leedy & Ormrod 2010) ... 39
Table 4.1 Age distribution (students). ... 51
Table 4.2 Gender distribution (students) ... 51
Table 4.3 Race distribution (students) ... 52
Table 4.4 Level of study (students). ... 52
Table 4.5 Faculty distribution (students) ... 53
Table 4.6 Descriptive statistics for technology infrastructure (students) ... 54
Table 4.7A Descriptive statistics for the mostly used technology element (students). ... 56
Table 4.7B Descriptive statistics for knowledge on e-learning systems (students). ... 56
Table 4.8 Descriptive statistics for benefits of e-learning (students). ... 58
Table 4.9 Descriptive statistics for issues affecting e-learning practices (students). ... 59
Table 4.10 Age distribution (academic staff members). ... 61
Table 4.11 Gender distribution (academic staff members). ... 61
Table 4.12 Race distribution (academic staff members). ... 62
Table 4.13 Occupation distribution ... 62
Table 4.14 Level of Study distribution (academic staff members). ... 63
Table 4.15 Faculty Distribution (academic staff members). ... 63
Table 4.16 Descriptive statistics for technology infrastructure (academic staff members). ... 64
Table 4.17A Descriptive statistics for the mostly used technology element (academic staff members) ... 66
Table 4.17B Descriptive statistics for knowledge on e-learning systems (academic staff
members). ... 66
Table 4.18 Descriptive statistics for benefits of e-learning (academic staff members)... 68
Table 4.19 Descriptive statistics for issues affecting e-learning (academic staff members). .... 70
Table 4.20 Reliability (Technology Infrastructure- students). ... 71
Table 4.21 Reliability (Knowledge on e-learning systems- students). ... 72
Table 4.22 Reliability (Benefits of e-learning- students). ... 73
Table 4.23 Reliability (Issues affecting e-learning practices- students).. ... 74
Table 4.24 Reliability (Technology infrastructure - academic staff). ... 75
Table 4.25 Reliability (Knowledge on e-learning systems- academic staff). ... 76
Table 4.26 Reliability (Benefits of e-learning- academic staff). ... 77
Table 4.27 Reliability (Issues affecting e-learning practices- academic staff). ... 78
List of Figures
Figure 1.1 Components of Activity System (Murphy et al., 2008; Benson et al., 2008) ... 5
Figure 2.1 The Learning Building Blocks (Hamid 2002). ... ….21
Figure 2.2 Technology Acceptance Model (TAM) (Mahdizadeh et al., 2007) ... 25
CHAPTER 1 INTRODUCTION
1.1 Introduction
E-Learning is an idea resulting from the usage of information and communication technologies (ICTs) to review and improving traditional teaching and learning models and practices that have grown in the past years. This development was led by the increase in development of the information society and this had a serious impact on the global economic and socio-cultural development. Researchers in the field still debate that the emergence of e-Learning needs to be tested periodically because it is still in the early stages (Lee, Yoon & Lee 2009).
North-West University is based in South Africa with three campuses namely Potchefstroom, Mafikeng and Vanderbijl Park (Vaal Triangle Campus).The University as a whole is offering full-time and part-time studies in different faculties.
In this study e-learning is described, the problem is clearly stated, and the theory guiding the research is also outlined. The purpose of this study and objectives are also identified. Finally, issues affecting e-learning practices and utilisation are also identified.
1.2 Background and context
The term e-learning refers to the use of electronic media and Information and Communication Technology in the process of learning, the computer network or even a stand-alone computer by using the electronic applications and following certain processes to learn (Khan 2000). E-learning has been recognised as a transforming education where it provides opportunities to individuals to learn anytime at any place. E-learning provides access to resources and also the other way of communication and virtual communities (Khan 2005). With e-learning technology is used for a framework warehouse and managerial purposes (Conole 2004 and Morrison 2003). According to Conole (2004) there is a wealth of digital resources and it has also been identified that Information and Technology Communication tools can support the e-learning and teaching.
The e-learning environment comprises of teaching-learning arrangements in which the student (learner) and instructor (teacher) are normally separated geographically, and to
circumstances. The most important characteristic of all e-learning is that communication between students (learners) and instructors (teachers) is done by sending of e-mails or writing documents and by electronic media. A second important characteristic of distance education arises from the first.
The methods of classes or lessons being broken down into its essential parts, some or all of these are organised away from the student, and communicated to the learner by the means of communications technology, with the probability of interaction between the student and an instructor so being done through communications technology (Liaw, Huang & Chen 2006).
The study investigated the issues that affect the e-learning practices at NWU (Mafikeng Campus), because the university was willing to go through introducing the Open Distance Learning. Open Distance Learning is a unique way of distance learning which is also called supported Open Learning. This means individuals can study on their own, either at home or any place by reading, watching or listening to material provided, undertaking activities and doing assignments with the regular support of the instructor/facilitator.
Open Distance Learning (ODL) is highly dependent on the e-learning. E-learning is studied thoroughly by looking to all the elements and the components of e-learning and identifying the NWU ODL requirements which fit in with the e-learning requirements.
Looking the characteristics of e-learning and from the definition it can readily be concluded that the internet, the web and the electronic media are the most important elements for the building an e-learning environment (Gunasekaran, McNeil & Shaul 2002).
1.3 Problem statement
It has been proven that many universities choose to implement a Virtual Learning Environment (VLE).The VLE is a learning platform or a student portal with links that help student to access different study materials from the instructor. It is maintained by the IT services or department. For example the university takes a decision that all programmes must make the use of VLE without considering whether it is appropriate, it is appreciated that staff empowerment needs to be done and whether it is affordable. It
has been identified in reality that organisations still have little understanding of the cost of the traditional teaching and learning methods (Conole 2004).
Researchers have been interested in the potential benefits and affordability, with the motivation to see the evidence-based practice by comparing the benefits of the new technologies over the old and existing teaching and learning methods, while at the end they are more concerned with how technology can be adopted and implemented to improve the student learning experience (Alaeddini & Kardan 2010). Most of the universities offer the online programmes and they have learning technology professionals within their supporting services. So the e-learning technology has been recognised as being very important because it provides a big role for the institutions’ technical and educational aspect of using technology for teaching and learning purposes (Conole 2004).
As the topic highlights the study is all about researching or investigating the issues that affect or prevent e-learning practices in the NWU (Mafikeng Campus). The University is currently planning on introducing Open Distance Learning (ODL). ODL can only be successful through the use of e-learning tools. The problem is that the e-learning has been adopted and the post-implementation investigation on issues affecting the use of e-learning have not been conducted. So the study will determine and identify the university’s current e-learning tools (IT tools) and identifying the issues that affect the use of e-learning at this Campus of the University.
The use of e-learning at the North West University will enable other individuals to study from different environments and also to enable the University to improve its performance.
1.4 Purpose of the study
The study reviews the general characteristics of e-learning environment, issues and some of the challenges faced by the institutions concerning the e-learning. The study identifies and explores whether the university is ready for e-learning by looking at the status of their IT infrastructure for e-learning whereby it should be identified whether the university can have a successful e-learning implementation.
e-different universities and at the end the study aim at identifying through the investigation this issues affecting the e-learning practices in the university.
1.5 Aims/objectives
The most essential objective of e-learning is making it possible to access information and knowledge needed with a lesser amount of money and without time and space limits. It has been determined that e-learning is important because technology has now had a huge impact on universities or academic institutions and also other organisations by bringing all the clashing of the organisational structure and individual functions across the organisation e.g. the administration matters, teaching and learning and the research whereby the organisations transformation is taken into consideration (Conole 2004).
The list below contains the objectives of this study:
To identify and determine the University’s current tools (IT tools).
To identify e-learning components of the NWU.
To identify the benefits of using e-learning.
To identify issues affecting the use of e-learning at NWU-Mafikeng.
To use Activity Theory in the consideration-/appraisal of the NWU’s e-learning environment.
1.6 Theory guiding the research
Theories are defined as the explanations of a natural or social behaviour, the occurrence or phenomenon. Theories are there to provide a clear observation why certain events or certain things happen, by describing or predicting and it was highlighted that it is possible to predict the events or the behaviour using a set of predictions, without even explaining the reason why such events are taking place. Based on the examples of research theories are trying to clarify different types of collective behaviour by means of an established set of concepts, proposals, limited conditions, rules and principal judgment (Bhattacherjee 2012).
This study was driven by activity theory. Murphy and Rodriguez-Manzanares (2008) have defined Activity Theory (AT) as “the best kept secret in academia”. It is a
development of human behaviour. For technological use AT permits individuals to move from computers as a focus of concern but by also understanding technology as part of the scope of human activities.
AT is usually used to analyse the organizational activities that involves the use of computers. In the field of education the AT assists on the understanding on how technological improvement can influence change. It was maintained that theory gives focus to the dialectical procedure by which awareness, learning, and development at the same time shape and they are shaped by technology (Murphy et al., 2008; Robertson 2008).
The AT studies human activity (fully discussed in Chapter 2), outlined and agreed to be an activity in a specific community location, such as the working or learning environment. The main unit in AT is the activity system which is well-defined as the object oriented, collective and culturally mediated human activity. The model structure of activity system is composed of the interacting components of subject, object tools, division of labour, community, rules and outcomes (Murphy et al., 2008; Robertson 2008).
Figure 1.1 Components of Activity System (Murphy et al., 2008; Benson et al., 2008)
The Subject of an activity system is the individual or group whose perspective is accepted.
The Object talks about the raw material at which the activity is directed and which is shaped or changed into results with the help of physical and symbolic, external and internal tool. It precedes and motivates activity.
change of the object into an outcome, which can be preferred or unexpected. They can allow or force activity.
Community talks about the members of an activity system, who share the same object. e.g. students and staff members.
Division of labour consists of the separation of tasks and roles among members of the community and the separations of control and status. e.g. lecturer, programme manager, and rector.
Rules are clear and understandable standards that order activities and interactions within the system.
1.7 Literature survey
E-learning is defined for our purposes at this point as the use of any of the new technologies or applications in the service of learning or learner support. It is essential for the reason that e-learning can make a major difference: to how students can learn, how fast they can master an area of expertise, how easy it is to study; and, similarly essential, how considerably they like learning (Laurillard 2004). Such a difficult set of technologies will make different types of impact on the understanding and the experience of learning (Laurillard 2004):
In cultural terms – students are more comfortable with e-learning methods, as they are comparable to the other forms of information search and communications methods they practise in other parts of their lives
Being knowledgeable and participating in and – collaborating technology provides a new-fangled type of engagement with ideas through both material and social interactivity over the internet.
The community is seen within the context of - the reduction in social difference afforded by online networking fits with the idea that students should take greater responsibility for their own learning.
In practical terms – e-learning provides the students with the ability to accomplish quality educational outcomes at scale, and share resources across the organisation networks; its greater flexibility of provision in time and place makes it good for widening participation.
At present, the technology-based learning uses computers and different web sites, cybernetic university, cybernetic class that extend global Internet network development making it a possible way for the development of new training techniques. In these circumstances because of needs to extend skills and knowledge-based information technology the traditional methods of educational system is not efficiency (Minou, 2010).
The world and its government have begun to realise that distance education is a vehicle for accomplishing national development goals by improving the qualifications of the workers to function in a new economic climate. It provides a clear access and fairness for individuals who previously had been left out of education beyond school. This importance was mutual and shared by international and national development agencies which they also see e-learning as approach to meet educational requirements in developing countries (Calvert 2005).
Most universities realise that distance education and e-learning as a means of enrolling more students, increasing their student base, producing fee income, offering courses in place markets and meeting their regional obligations cost efficiently. With decreasing reliance on public funding, universities have entered a world of competition and are more dependent on their own revenue-generating activities (Calvert 2005).
Looking to the todays developed countries using e-mail and the World Wide Web for teaching and learning is now seen as a necessity because it enables the universities and learning centres to offer distance learning without being restricted by time and space. No e-learning programme is possible without the interactivity (IT tools) provided by the internet to both the instructor and the student (Coleman 2011).
Minou (2010) has demonstrated that regardless of optimistic characteristics of e-learning some have confidence in the new training methods based on computer and Internet generate the difficulties for training and even for social or shared life of people. Extreme requirements on technology and physical difficulties of a longer time functioning with computers and other flaw that result in low movement is between the disadvantages that increases criticisms e-learning in all of the nations. Certain difficulties and challenges in accomplishment of e-Learning were described as seen below:
In the first place, there is a - shortage of applicable telecommunications infrastructure: lacking of virtually communications infrastructure, the smaller Internet networks and minor e-learning (Minou 2010).
In the Second place, there is the issue of – the presence of instruction reminders with long text: the education system course is based on text type and retained long after we need for e-learning small contents with advanced understanding of topic. Therefore the learning system in these two cases is not friendly with towards each other and generates the difficulties for both instructors and students. While teacher–student communication is an important accomplishment factor in e-learning, it gives the impression that little effort has been completed on the instructors (Minou 2010).
In the Third place, the system does- side-step students from public lifestyle: Innovative training techniques, even though facilities make more available resources designed for students to be without the crowd, but for the reason of avoiding shared life that also generates a number of problems. Once a student starts to use a computer for communication means that later the social association is not completely established (Minou 2010).
1.8 Research questions
Research projects usually start with the problem or issue and is expressed as a question. Naturally, these questions investigate the ontological, phenomenological, epistemological and normative nature of the problem or issue that is being investigated (Roode 1993).
Table 1.1 Generic research questions
GENERIC RESEARCH QUESTIONS
What is?
How does? -->
Research problem:
Issues affecting E-learning practices at the North-West University, - Mafikeng Campus.
How should?
The table above does not provide any structural relationship between the generic research questions. Definitely the questions are not linearly related, and the individuality of each problem situation will prescribe which questions would be applicable, and the order in which they should be posed (Roode 1993).
Based on the research objectives that are listed above, the following research questions were raised in order to address the above mentioned objectives.
a) Do the universities have enough technological tools (resources) to offer e-learning?
b) Do the university have the environment where they offer e-learning?
c) Do the university’s staff members have enough computer competency to use e-learning platforms?
d) What are the benefits of e-learning as a learning method?
e) Are there issues that affect the use of e-learning at the university?
1.9 Importance of the study
The new technology differs a lot and they do have their complexities and they offer different ways on how they can be used, it has also been identified that as technology is changing rapidly there is a little understanding about the affordance of different technology tools (Conole 2004). E-learning is also important for academic and support staff factors whereby they use technology more often for teaching, administration and also for conducting their research.
According to Conole it is important to have e-learning strategies for the senior management of institutions to be offered help in order to understand more on e-learning especially to inform them on strategic decisions they take in-terms of how they think about technology impact on the day-to-day running of the organisations, therefore if the senior management does not have more information and knowledge about e-learning they will make rush decisions based on the little evidence that they have (Conole 2004 and Curran 2004).
1.10 Research methodology
There are three approaches to research the qualitative, quantitative and the mixed methods.
A quantitative approach is the one in which the researcher primarily uses post positivist entitlements for development of knowledge (i.e., use of measurement and observation, and the test of theories), engage strategies of investigation such as experiments and surveys, and collects data on predetermined instruments that yield statistical data.
A qualitative approach is the one in which the investigator often makes knowledge claims based primarily on constructivist perspectives (i.e., the multiple meanings of individual experiences, meanings socially and historically constructed, With an intent of developing a theory or pattern) or advocacy/participatory perspectives (i.e., political, issue-oriented, collaborative. or change oriented) or both. It also uses strategies of inquiry such as narratives, phenomenology’s, ethnographies, grounded theory studies, or case studies. The researcher collects open-ended emerging data with the primary intent of developing themes from the data (Creswell 2009).
A mixed methods approach is the one in which the researcher would be likely to base knowledge claims on reasonable surroundings (e.g., consequence-oriented, problem centred, and pluralistic). It engages strategies of investigation that include collecting data either simultaneously or sequentially to best understand research problems (Creswell 2009).
A quantitative approach is used to explore whether the university’s current e-learning technology and system can be able to meet the terms of Open Distance Learning through the use of questionnaires with closed questions. The research also investigates the historical background of learning in different universities that have implemented e-learning. It is a descriptive study which consist of the goals, benefits, challenges and the necessity of e-learning in the North-West University. The main purpose is to identify and determine the necessities of e-learning as a new method of enhancing the students learning progress in the North West University and to determine the factors or issues that are affecting the use of e-learning practices in the NWU,- Mafikeng Campus.
1.11 Research design
Research design is described as a blueprint or outline for conducting the study in such a way that maximum control will be exercised over factors that could interfere with the validity of the research results. The research design is the researchers overall plan for obtaining answers to research question. Burns and Grove (2001:223) state that designing a study helps researchers to plan and implement the study in a way that it will help them obtaining the intended results and this increasing the chances of obtaining information that could be associated with real situations.
1.11.1 Research paradigm
There are set of paradigms that are also used to guide the researcher. According to Shretha (2009) one can define paradigms as shared understandings of reality. A set of assumptions, concepts, values, and practice that constitutes a way of viewing reality for the community that shares them especially in an academic discipline.
A research paradigm sets the framework for an investigator’s study. There are several paradigms used to guide research, and authors integrate various paradigmatic schemas to conceptualize and order their research. By research paradigm we mean a set of theories, standards, and assumptions that a community of researchers are mutually looking at concerning the nature and how to conduct research (Shretha 2009). The theories include, but are not limited to:
Ontological beliefs are referred to as the nominalist-realist debate. The nominalist argues that there is no invariant structure outside the individual whereby the individual creates structures by naming, labelling or defining concepts. These structures are recreated as individual experiences and try to make sense out of the unstructured situation in front of him/her. The realist sees the real world as an independent of individual consciousness.
Epistemological beliefs are much more associated with the ontological issues which are the assumptions about the grounds of knowledge- about how one might begin to understand the world and communicate this as knowledge to fellow human beings and those assumptions they entail some ideas e.g. about what forms of knowledge can be obtained and how one can determine what is
Epistemology is also a theory of knowledge embedded in the theoretical perspective - it informs the research e.g. objectivism, subjectivism (Creswell 2009).
Axiological beliefs it mainly used in the philosophical studies, what and why do you value something. So this is also used for ethics and aesthetics, which they are philosophical fields that are critical depending on the notions value or the transformation of the field and they were identified to be similar to the value theory.
Aesthetic beliefs are sometimes called judgement of feeling and sensitivity, this is a branch or a viewpoint dealing with the nature of art, beauty and the taste with the formation and appreciation of beauty. It is more defined as a study of sensory or sensory-emotional values.
Methodological beliefs are often associated with the strategy or the plan with actions that integrate the methods to the specific outcomes of the study, so this is sometimes regarded as the rules that administer the choice of our methods e.g. survey research, experimental research (Creswell 2009).
The interpretive Research paradigm will be used as a guide for the research. Interpretive researchers start out with the statements that access to reality is only over and done with social constructions such as language, realisation and shared meanings. The philosophical base of interpretive research means that it focuses on studying human experience in which considerations of objective reality are not taken into account (Myers 2004).
1.11.2 Research strategy
The research strategy discusses to the general methodologies and objectives of the study. These are the types of research strategies: descriptive strategy, non-experimental strategy, correlational strategy, non-experimental strategy, and quasi-experimental strategy (Bhattacherjee 2012).
Descriptive strategy- the objective is to define the state of affairs at the time of the study and measures variables as they happen logically e.g. 19% of qualified electorates contributed in the election.
Non-experimental strategy- responses to questions about the association between two variables by representing a difference between two groups or two treatments conditions e.g. oral marks of six-year old boy and six-year old girls.
Correlational strategy- measures two variables, usually as they exist logically the objective of this plan is to define an association between the two variables without trying to explain the source of the relationship.
Experimental strategy- the investigator influences one variable (called an independent variable) while witnessing or measuring a second variable (the dependent variable) - this is the ‘true’ experiment because independent variables are influenced by the researcher (e.g. room temperature) the objective of experimental strategy is to regulate whether a causal relationship exists between two variables.
Quasi-experimental strategy- uses a non-manipulated variable to describe groups or situations (e.g. time or age) or pre and post treatments controls other variables as much as probable and the objective is to attain confirmation in support of a cause-and-effect relationship however, a quasi-experimental approach cannot unmistakably establish a causal link.
For this study the descriptive strategy was used because the study consists of the goals, benefits, challenges and the necessity of e-learning at North-West University,- Mafikeng Campus.
1.11.3 Sampling methods
The study area in this study refers to the place where the data is collected. Data will be collected from the NWU (Mafikeng Campus). The study population involves targeting the university campus academic staff members, and students.
Sampling strategy i.e. plan and scope can be determined by the research paradigm. Sampling, according to Bhattacherjee (2012) means taking any share of the population as representative of the target population. A population is a set of all cases of interest. The sample technique is only focusing on the NWU academic staff members, students from different levels and different faculties. The estimated number of the NWU academic staff members Mafikeng Campus 200-300, (Krejcie & Morgan 1970).
The simple sampling strategy for this study is a simple random sample which is a subdivision of individuals (a sample) selected from a greater set (a population). Each individual is picked randomly and completely by chance, such that each individual has the same probability of being chosen at any stage during the sampling process, and each subset of individuals has the same probability of being chosen for the sample as any other subset of individuals.
The sample size of students for data collection was expected to be 300-400 students. The random sampling method is applied whereby collection of data from the students and the random sampling was also going to be used for collection of data from the academic staff members.
1.11.4 Data collection methods
The questionnaires were used as data collection method and secondary data analysis was used to obtain data appropriate to the objectives and the research questions. Primary data is new information collected in special detail for the study at hand which is the information obtained through the questionnaires, and secondary data is information obtained from books and web articles.
1.11.5 Data analysis
Analysis of data is a practice used for examining, converting, and demonstrating data with the objective of emphasising suitable information, suggesting conclusions, and supporting decision making. Descriptive statistics will be used to analyse the data. The statistical package for the Social Sciences (SPSS version 22) was used to interpret the data.
1.12 Chapter division
Chapter 1: Introduction
This chapter gives an overview of the research problem, aims and objectives, theoretical background, methodology and research design and research questions and aims.
Chapter 2: Literature study
This chapter it explains e-learning, e-learning environment, virtual learning environment, the importance of learning and also the critical success factors for implementing e-learning. Theory that is guiding the research is also discussed and the technology acceptance model which is regarded as the framework that is used for expansion or improvement of the technological system that is currently used in an organisation.
Chapter 3: Research methodology and design
This chapter explains the research methodology that will be used in this study in order to give answers to the raised question. It further discusses and looks to the research instrument, the population and sample, sampling method, data collection instrument, data analysis and ethical considerations.
Chapter 4: Data analysis and results interpretation
This chapter discusses the research findings and provides analyses and interpretations of data.
Chapter 5: Recommendations and conclusion
This chapter discusses the answers to the research questions that were asked, it provides conclusions and makes recommendations based on the research findings.
1.13 Chapter summary
This chapter gives a description of the North-West University and its different types of modes on how they are currently offering their studies or programmes. It also gives a description and background on defining e-learning, it contains the following, viz the: problem statement arising from the research topic, the purpose of the research, the objectives of the research, brief literature survey, the main research questions that will be guiding the research objectives, the importance of this study, the research design and methodology that will be adopted during the process of research, ethical requirements, the representative sampling, data analysis which describe the statistical software that will be used for data analysis, the limitations for the study. The next chapter is the literature study.
CHAPTER 2: LITERATURE STUDY
2.1 Introduction
Institutions and other organisations are under a lot of pressure from their competitors, regulators and the community groups to adopt appropriate business and organisations practices. E-learning has drawn an important degree of attention to the educational institutions, educational system & software developers and business organisations because of the educational benefits and the costs benefits (Lee, Yoon & Lee 2009). The study is based on the North-West University (Mafikeng Campus) as the organisation. The study intents to investigate the issues affecting the university campus to use of e-learning.
The university is currently offering courses on a full-time basis, but through the use of e-learning tools the University can offer courses online and this can also offer opportunities to people who are not able to further their studies on full time basis. With e-learning they would be able to access all the material that is related to the course in electronic copies.
As the topic highlights, the study is all about researching or investigating the issues that affect or prevent e-learning practices in the NWU (Mafikeng Campus). The University is currently planning on introducing the Open Distance Learning (ODL). ODL can only be successful through the use of e-learning tools. The problem is that the e-learning has been adopted and the post-implementation investigation on issues affecting the use of e-learning has not been conducted. So the study will determine and identify the university’s current e-learning tool (IT tools) and identify the issues that affect the use of e-learning at the university.
The use of e-learning at the North West University will enable other individuals to study from different environments and also to enable the university to improve its performance.
These keywords are derived from the problem statement: e-learning, e-learning tools, Information and communication Technology, Virtual Learning environment and Open Distance Learning. The search engine was the Google Scholar.
2.2 Overview of e-learning
2.2.1 Definition of E-learning
E-learning is the use of Internet in education even though it does not describe the other most important essential features of e-learning. The methods on how programmes are being offered is very important and e-learning is referring to as online learning (Ellaway & Masters 2008). The term e-learning has been used in education since from the middle of 1990s. There is no one definition that is clearly identified to be an agreed definition (Lee et al., 2009). Some researchers’ outlook e-learning as the enhanced delivery mode of teaching and study material through the use of electronic media such as the internet, intranets, extranets, satellite transmissions, video or audio recordings (Lee et al., 2009).Examples of definitions include:
Guidelines provided through the electronic media including the internet, intranet, extranet, satellite broadcasts, audio/video, interactive TV, and CD-ROM (Kahiigi, Ekenberg, Hansson, Tusubira & Danielson 2008);
Education in this mode is enabled by internet and www technologies, provided through end-user computing that provides connection between people and information and generates chances for societal learning (Kahiigi et al., 2008);
Distance education is the use of internet and other information technologies (Kahiigi et al., 2008).
E-learning builds up progressively more work as the most essential infrastructural characteristics of universities that allow instructors to deliver the course content to students with diverse representation or illustrations of knowledge and to improve communication between instructors and students and amongst students themselves (Mahdizadeh, Biemans & Mulder 2007).
Several universities are offering new and advanced online courses enlarging their educational environments without the limitations of time and space by ensuring that there is a support for their traditional class sessions with the web-based online educational resources and tools (Lee et al., 2009).
2.2.2 Importance of e-learning
Today IT is regarded as a solution to help universities save costs and deal with quality problems. In terms of teaching and learning Information Technology is giving the Universities an opportunity to transform how the university students can improve their learning by making use of more present, well-organized and active alternative such as e-learning. These e-learning ideas and perceptions have been in existence for years now and it has also been seen as one of the most important developments in the Information system industry (Selim 2007). E-learning can be looked at as the delivery of course content through the use of electronic media, such as internet, intranet, extranet, satellite broadcast, audio or video recordings, CD-ROM and interactive TV (Selim 2007; Phipps & Kelly 2006).
Students who are making use of Information and Communication Technologies (ICTs) are using e-learning. This collaborative technology maintains various types of capabilities (Laurillard 2004 & Al-Harbi 2011):
Gives students the right to use electronic versions of study materials which are difficult to get locally
Internet access allows students to search for information and to receive transactional services
Shared problem-solving or adaptive tutorials are available
Shared educational games are available
Gives student an opportunity to control inaccessible access to physical devices
Access to organised information and directions to the other support learning materials representations of scientific systems can be attained
Provides a communication platform for students to interaction with other students and instructors
Provides students with tools for being creative and design
Provides computer-generated environments for improvement and management of their studies
Electronic devices also support disabled students.
For being able to put this in use there must be a learning application that should be brokered into Higher Education. Each one is made up of different kinds of interactions;
access news, blog, online auctions, self-testing websites, and tutorials. This would also be achieved by means of combining applications (Al-Harbi 2011). A learning environment can be embedded with a webcam for astronomy students or a computer - aided device can be installed in a role-play environment for students (Laurillard 2004).
2.2.3 Virtual Learning Environment (VLE)
E-learning systems or VLE are quickly becoming part of teaching and learning processes. The VLE offers a number of chances to business schools, together with a potential to influence a business school trademark across different geographical borders and enhancements of face-to-face teaching (Van Raaij & Schepers 2008). VLE is a web-based platform that allows students to access different material such as the course content, instructor’s assistance, discussion groups and other learning resources at any time and place (Cross, O’Driscoll & Trondsen 2007).
The VLE offers a number of opportunities to educational institutions, also the opportunity to control and manage the whole University if it is separated and located at different geographical areas (e.g. campuses) and also to improve face-to-face teaching. It also improves communication between the lecturer and the students (Van Raaij & Schepers 2008).
The factor that leads to a successful implementation of a virtual learning environment is the acceptance of the system by the students. The success of VLE implementation is recognised by the easiness of use or its simplicity and usefulness of the system (Cross, et al., 2007). These factors they describe as the acceptance and the use of new technologies. Technology acceptance is not depending only on the e-learning point out that there is an ease of use and observed usefulness, but it is also influenced by the individual expectations and external factors such as system characteristics, the support available and also the social context about the technology (Van Raaij & Schepers, 2008).
2.2.4 E-learning environment
E-Learning makes use of telecommunication technology to provide course material for education and training. This is achieved through the support of information and communication technology development, e-Learning is evolving and rapidly growing as
improving the communication between students and instructors, and students among themselves despite of time and space (Sun, Tsai, Finger, Chen & Yeh 2006).E-learning’s features accomplish the necessities for education in a present civilisation and this has generated a higher demand for e-Learning from companies and institutions of higher education (Sun, et al., 2006).
E-learning environments more and more function as an essential groundwork feature of universities that permit instructors to deliver scholars with dissimilar illustrations of understanding and to improve communication among instructors and students amongst themselves (Mahdizadeh, et al., 2008).
The e-learning environment and classroom environment has a core major difference between the two – and this is the way in which the instructions are being delivered. This is regarded as the most essential difference. In a traditional learning environment the instructor has the powers and control over the learning platform example- familiarising, rearranging, and making changes when it is necessary (Hamid 2002). There are a number of separating features that influence the teaching and learning situations, including the instructors’ ability, the instructors’ personality, the skills, the adaptability to the learning environment and also by establishing the supporting study material.
For e-learning situations the instructor and the student are separated but linked by the Internet. The instructors’ ability to familiarise, rearrange or to make changes are no longer offered. All this creates the content block to be a most essential block. Provided that technology is now equivalent, course content of an operational e-learning inventiveness is the only factor that can tell apart and distinct from the unproductive e-learning inventiveness (Hamid 2002).
The Electronic Building blocks Traditional Learning Building Blocks
Figure 2.1: The Learning Building Blocks (Hamid 2002)
2.3 E-learning tools / e-learning technologies
There are number of technological tools that are used and that determine the way in which learning is going to take place regardless of the environment in which they are adopted (Kahiigi, et al., 2008). The technological tools comprise TV, CD-ROM, LMS, CMS and virtual worlds as well as collaborative technologies (Phipps & Kelly 2006).
Learning Management Systems (LMS) - these are all information systems and procedures that contribute indirectly and directly to how students learn and how it supports the learning content in text or any multimedia files. Initially they were established to support online learning services to instructors, students and administrators (Mayes & De Freitas 2004). Efundi that is used at the NWU is on one of the examples of LMS.
Content Management Systems (CMS)–they are designed in order to manage the collaboration of creative content, organisation of content, controlling and managing the distribution of documents in a centred environment. Teaching content management
Content Applications Library, LMS, Admin Infrastructure Content Teaching Methods Classroom Students Students
Teaching Instructor Teaching Instructor
Portal
administration tasks of LMS and CMS to create, permits, distribute and taking control of learning content (Kahiigi, et al., 2008).
Audio-visual aid societies and computer-generated worlds- have established e-learning surroundings from eliminating only text based to one that combines the multimedia contents (Kahiigi, et al., 2008). According to Omwenga and Rodrigues (2009) this is regarded as the most accessible way of distributing facts, announcement of education and training providing set of invented technologies that contribute to the traditional learning methods and also to traditional computer based training.
The Audio-visual aid societies and computer-generated environments on the other hand they impersonate the real world by becoming more popular and very encouraging when it comes to simplifying students learning. They offer an enriched educational knowledge that is interesting, useful, and pleasurable (Kahiigi, et al., 2008). They also offer students learning area that motivate students’ to have higher levels of thinking and knowledge to develop and to generate knowledge the social assembly (Cross, et al., 2007). Additionally, they offer new learning opportunities through which the tasks and circumstances are being replicated and assessed (Hansson 2006).
CD-ROM - the media came into use in the early years of 1990s to support learning content in text-based and multimedia layouts. They were used to provide educational study materials to the students on distance programmes. The use of CD-ROMs motivates self-determining learning where students learn by performing special training programs on the computer regardless of whether there is a connection to internet. CD-ROMs are usually used for Computer basic training programmes for loading the tutorials about the invented software or application and tutorials for learning other languages (Kahiigi et al., 2008).
Game authoring technologies - these are the type of tools used with the aim of improving and simplifying the learning process of the students though the incorporated model and communications. These online games vary from text-based games to games with combination of graphics and virtual worlds which allows more than one participant at a time (Graven & MacKinnon 2005). This also gives students an opportunity to form a social community called edutainment where they can be able to share and create knowledge (Kahiigi et al., 2008).
2.3.1 Different learning approaches
Learning approaches are regarded as ways of delivering instructions to students on how students get access to those instructions that are used by the instructors (Kahiigi, et al., 2008). Learning approaches that are discussed in the literature, comprises of traditional learning, electronic learning, blended learning, mobile learning and personalised learning (MacKeogh & Fox 2008).
Traditional learning - is referring to face-to-face teaching sessions where the instructor is giving the instructions to the student at a given time and place. This type of approach the instructor is positioned, the instructor concentrates much more on giving learning information to the students. Students’ assessment is based on the study material that is given by the instructor (Kahiigi, et al., 2008; MacKeogh & Fox 2008).
Electronic learning (e-learning) - it refers to the use of Information and Communication Technologies to improve and support the learning process from different geographical areas. as it is explained above is regarded as the gathering and making use of information that is being disseminate and facilitated through the use of electronic channels such as internet, intranet, extranet, CD-ROM, audio records, video records, DVD and Television (Kahiigi, et al., 2008; MacKeogh & Fox 2008).
E-learning can be of other different approaches which are computer based, asynchronous, synchronous learning. This is an area assisting in a way that the students have full control and the ownership of their learning. Due to unavailable e-learning technologies and expertise a blended-approach is usually implemented (Kahiigi, et al., 2008; MacKeogh & Fox 2008).
Blended learning - this type of learning gives institutions an opportunity to combine different learning methods which include face-to-face classroom session, live e-learning and self-paced learning. This approach integrates different tools for imitating and increasing students learning possibility. It was suggested that it should be the establishment of a learning process with different methods, whereby the student can be able to acquire knowledge, enhance and increase their learning opportunities. This has led to adoption of this learning approach to different higher educational institution of learning (Kahiigi, et al., 2008; MacKeogh & Fox 2008).
Mobile learning - through this approach the delivery and learning content is offered by the use of portable technology devices such as mobile phones, Personal Digital Assistance (PDA), or iPods. The higher usage of mobile technologies has also created opportunities and improvements in the teaching and learning tasks in higher education (Armatas, 2005). Today mobile learning offer huge benefits that facilitates and improve e-learning. It should be taken into consideration that mobile learning approaches are still in their beginning and they are not yet fully implemented as a learning method (Kahiigi, et al., 2008; MacKeogh & Fox 2008).
Personalised learning - the approach facilitates and accommodates individualised learning. It offers each student a path that will meets the students’ needs and area of speciality in a creative and acceptable manner. One of the features of personalised learning approach is that it can be able to give orders about student learning (Graven & Mackinnon 2005; MacKeogh & Fox 2008).
2.3.2 Information and Communication Technology
The putting into practice of information and communication technology (ICT) as progressive elastic equipment with its exclusive features is key new investments. On the other hand it must be observed that ‘‘regardless of their prospective, telematics presentations are not yet frequently utilised as instructional implements (e.g., Netherlands, has been recognised as the world’s maximum attentiveness of Internet operators and private and administrative computer usage, a general study has showed that more or less the entire university students use e-mail and the World Wide Web for personal activities, but overall it is used for educational programmes)’’.
Even though usage of ICT in distance learning has been acknowledged for students not staying at the university, Mahdizadeh, et al. (2007)indicated that in higher education there is also a development by utilising the benefits of e-learning to increase the education performance of students who resides in the university students residents. The consequence of this tendency, is that most of the higher educational institutions across the world are growing their investment opportunities into ICT (Mahdizadeh, et al., 2007).
However, having all the tools and connectivity does not give an assurance to an effective or productive ICT practice. Instructional technology demonstrates that the
instructors, student contribution and collaboration increases in the classroom, and students become more responsible for their learning and they are also given an active role in their learning, given an improved motivation, and improved independence in their educational development.
It has also been determined that Higher Educational institutions do not pay an adequate amount of consideration to the questions of how, what, and why ICT have to be adopted. According to Mahdizadeh, et al. (2007) ICT adoption has over and over again been applied or been put in use without a principle and several higher educational institutions they don’t try to use any resources in order to understand changes that can be brought by ICT and computers in their teaching and learning system. Most of these universities are just following the innovative development, forecasting much more on the accomplishment and cost effectiveness of such creativities.
A university that wants to promote ICT use must take the following into consideration, viz they should fully understand the instructors and the students attitude towards ICT, towards how is being used and why is being used. Instructors’ attitudes have been considered as more important because it can be used as the main forecaster of the practice of newly-invented technologies in the teaching and learning environment (Sun, P.-C et al 2006).
Research has been done on the use of ICT in Education in order to find out on which factors that influence the possibility of adopting or putting in practice an achievement for the new enhanced and developed technologies in the teaching and learning environment. A number of these researchers presented a model for the use of ICT in Education (Sun, P.-C et al., 2006).
External Variables Perceived Ease of Use Perceived Usefulness Behavioral Intention Actual System Use
The Technology Acceptance Model (TAM) by Davis (1993) was suggested and was used as presenting a foundation for the researches that were conducted. TAM defines that individuals behavioural objectives regarding the practice of a particular application can be recognised by supposed effectiveness (the certainty that the use of an application will rise and improve individuals performance) and supposed ease of use (the certainty that the individual usage of the application is of unrestricted effort) (Selim, 2006 & IRMA 2006).
2.3.3 E-learning Technology Acceptance Model (TAM)
The TAM model was first introduced in order to describe different behaviours of people who use computers. The model has been receiving widespread support because it has been mostly referenced as the motivated model for fully understanding the acceptance of information technology.
The Theory Reason Action (TRA) is regarded as the theoretical basis of Technology Acceptance Model. The TRA model is basically concerned with determining a mindful intention behaviours. According to this theory to the individuals behaviour can be determined by his or her behavioural Intention for a specific for a specific action and as the intended behaviour of the person can be determined by his or her attitude and subjective norm (Lee et al. 2009). The ease of use is described to be the person’s belief that the use of a particular system that would be free of efforts, whereas the usefulness of the system is where the user believes that the particular system would have impacted on the increasing and improving of their job performance. So this believes they really have impact on how users see information systems and they have influence on how they think and behave towards Information systems.
For the fact that e-learning is used as a tool to improve education and training performance of the users means that they do not accept it as a learning tool, its value to education will never be recognised. The TAM model only built the ease of use of the system and the usefulness of the system, and these two aspects are used to evaluate the acceptance of course website as an operating e-learning tool (Selim 2006). The results have proved that the user-friendliness of the website as effective and efficient learning technology (Ozkan & Koseler 2009).
Through the investigation on the effect of system features one-learning systems use, three characteristics were selected namely: System functionality, System interactivity and the response time (Lee et al., 2009; Ozkan & Koseler 2009). System functionality - the system should be flexible enough for students to be able to access instructors’ material through different types of media such as text, video and audio.
System interaction refers to the system being able to facilitate the student interaction among them and also between the student and faculty administrators and lastly the interaction between the student and the instructors (Ozkan & Koseler 2009). The most commonly used tools for interaction are e-mail, bulletin board and chat rooms. Response time is the amount of time within which the system can respond to student request or inquiries, this response time is expected to be fast, consistent and reliable. These three characteristics are identified to have an effect on the usefulness and the intention to use the e-learning systems (Ozkan & Koseler 2009).
2.3.4 Critical success factors (CSF) of e-learning
These words were initially used in the literature during the years of 1980s when there was a concern about why some of the organisations were failing and some were more successful. Research was conducted in order to find out the components that can lead to the success of an organisation (Selim 2007). According to Freund (1988) the critical success factors are described to be activities or actions that must be executed by the company to be successful and it was identified that the CSFs should be measureable and, should also be counted and be controlled.
Distance learning was studied from the macro viewpoint and proposed some CSFs that can help faculties and universities in learning development (Papp 2000). The critical success factors include the intellectual property, relevancy of the course for e-learning, content for e-learning course, maintenance of e-leaning course, the e-learning setting and a way of evaluating the success of the course offered on the e-learning systems. According to Papp (2000) the CSFs should be studied individually and also as a combination in order to determine the factors that influence and has impact on the success of e-learning.
Benigno and Trentin (2000) proposed a framework that can be used to assess the courses offered through e-learning systems by concentrating on two sides: firstly is to
